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Information on the risk of dementia in aging persons with intellectual and/or developmental disability (IDD) in Manitoba, Canada is lacking. The purpose of this paper is to estimate dementia prevalence in adults with IDD.

Anonymized population-level health and non-health administrative data (1979-2012) contained in the Population Health Research Data Repository of the Manitoba Centre for Health Policy (MCHP) were linked to identify adults with IDD, and estimate the prevalence of dementia based on the presence of ICD codes. Prevalence of dementia was estimated for persons aged 18-55 years and 55+ years, and was reported by sex, type of residence, region of residence, neighbourhood income quintiles, and IDD diagnostic category.

Of the 8,655 adults with IDD identified, 8.1 per cent had an indication of dementia in their medical records; an estimate three times greater than that found for those without IDD (2.6 per cent). More than 17 per cent of Manitobans with IDD aged 55+ years had an indication of dementia, which was nearly twice the rate reported previously. Of those with IDD and dementia, 34.7 per cent lived in long-term care facilities.

Health and social support services are typically available to individuals with dementia aged 65+ years; thus, younger adults with IDD and dementia may not be eligible for those supports. To promote equity in health and access to care, dementia screening and increased supports for aging individuals with IDD are recommended.

The purpose of this paper is to establish the status of education for sustainability in the teacher education programmes in the province of Manitoba in Canada and to identify challenges and obstacles for mainstreaming education for sustainability in those programmes.

Using a multi-unit case study design, online programme information and data from interviews with faculty administrators and a convenience sample of faculty members from all five faculties of education in Manitoba were collected and analysed.

There is no systematic and focused preparation of teachers for education for sustainability in any of the Manitoba teacher education programmes. Three challenges for mainstreaming of education for sustainability are identified: lack of leadership, an unfavourable view of the role of education for sustainability and the silo-ing within faculties of education.

The research is limited by its focus on the programme-based implementation of education for sustainability in faculties of education, which did not include any course-based implementation by individual instructors.

To address the challenges and obstacles for mainstreaming, the authors argue for joint leadership across the relevant institutional levels (government, university and faculty), and for establishing education for sustainability as a framework for responding to the purpose question of school education.

The study provides empirical evidence for some of the major challenges for mainstreaming education for sustainability in faculties in education and, by generalisation, all university faculties.

This paper aims to analyze Northern Manitoba employers' indexes of employability skills that influence the UCN (University College of the North) students' employability in indigenous contexts.

This study constructs the employability skills into six indexes from employers' perspective: reading comprehension, numeracy, technology, soft skills, job searching skills and indigenous cultural awareness. Mixed methods have been applied to this research: survey data are used for empirical analysis of the six indexes of employability skills; secondary sources of similar studies together with functional theory in education as a framework is adopted to explore the breadth and depth of employability skills requested by employers; indexing analysis is adopted to validate the necessity of developing such skills in indigenous contexts in Northern Manitoba.

The correlation analyses and mean values show that employers in Northern Manitoba take the six indexes as influential factors of students' employability. As such, the study indicates that Northern Manitoba employers consider employability in indigenous contexts as a combination of basic skills, professional requirements, soft skills and cultural awareness. The employers' attested employability is in line with the concept of the technical-function theory, which requires education to meet the demand for updated job skills due to a technological change. Moreover, Northern Manitoba employers' emphasis on indigenous cultural awareness as employability skills rationalizes the necessity to integrate indigenous cultural contents into programs and curriculums in UCN and post-secondary institutes with similar attributes. It confirms that indigenous cultural awareness is required by employers in Northern Manitoba populated with indigenous communities. The research findings suggest that the functional theory of education might help UCN and similar institutions globally to offer programs that will reduce employment inequality.

This research is conducted among the employers in Northern Manitoba, and the indexes and their factors are designed to evaluate UCN students' employability in general.

The outcomes of this paper can be applied as a parameter for upgrading educational strategies to integrate essential and professional employability skills such as reading comprehension, numeracy, technology, soft skills and job searching skills with indigenous cultural components into UCN curriculums and programs. It can be applied to other post-secondary institutes with similar attributes to enhance their students' employability. Furthermore, the research findings can be used as a guideline for UCN to tailor their programs for the job market locally and as references for post-secondary institutions with similar student compositions globally.

This paper provides empirical evidence from the employers' viewpoint to support the necessity of integrating essential and professional employability skills with indigenous cultural awareness into the curriculums and programs of UCN, a post-secondary institution in indigenous populated Northern Manitoba. Furthermore, it is also attested that employers consider indigenous cultural awareness as an influential factor of students' employability in indigenous contexts.

The importance of academic curriculum in higher education cannot be overemphasised. This explains the scrutiny to which the various models employed for the development of higher education programmes curriculum are subjected. In spite of the numerous scrutiny, higher education curriculum development is still infested with downsides. Solutions to these problems have been proffered by the strategy employed by Curriculum Development and Implementation Branch, Manitoba Department of Education in the development of the curriculum for Canadian Art Education in Manitoba.

The inability to incorporate social responsibility into curriculum of higher education programmes has been a major setback in the actualisation of social responsibility in higher education in Nigeria. The tertiary institutions therefore need to look beyond just issuing degrees and diplomas but inculcate in their students the need to think beyond individual interest to societal interest. Based on this backdrop, this chapter explores the strategies employed by the Manitoba Department of Education in the curriculum development and how these strategies can be implemented in Nigeria for the inclusion of social responsibility into the curriculum of higher education. It focuses on identifying the variables integral to the construction of curricula of higher education programmes in the south-west geopolitical zone Nigeria.

The emergence and maturation of the social sciences is an important component of the expansion of institutions of higher learning in the 20th century. The discipline of Political Economy, increasingly institutionalized in various Canadian universities in the early decades of the century, secured a Chair at the University of Manitoba in 1909. After 1914, its title became “Political Economy and Political Science” and the department subsequently served “as the great mother department to which were attached newer social science disciplines until it was deemed appropriate to let them launch out on their own” (Pentland, 1977, p. 3). Political Science became independent in 1948, Geography in 1951, and Sociology and Anthropology in 1962 (p. 4). Agricultural Economics, which was taught in the Manitoba Agricultural College, became its own department when the college joined the university in 1924. In the 1930s, Agricultural Economics was absorbed into Department of Political Economy. However, according to Pentland (pp. 4–5) it was not until the late 1940s that agricultural economics became a significant “sub-department.” It subsequently separated itself from Political Economy and, in 1954, became an independent department in the Faculty of Agriculture (p. 5). The result of these disciplinary developments was that the faculty of the Department of Political Economy had, from time to time, members whose expertise lay outside the increasingly well-defined terrain of economics. Despite this, however, they did not seem to have any long-lasting direct impact on shaping and defining the curricula in Economics. Since these other disciplines left and became independent when they had reached a certain size or degree of influence, Economics was left to define and pursue its own agenda unencumbered by the needs of these former associates.

First contract arbitration (FCA) provisions are posed as a solution to the difficulties of negotiating a first contract for newly certified bargaining units. FCA is a longstanding, and no longer controversial, element of Canadian labor legislation. FCA provisions now exist in six Canadian jurisdictions and four distinct FCA models have developed (the exceptional remedy or fault model, the automatic access model, the no-fault model, and the mediation intensive model). In the United States the Employee Free Choice Act (EFCA) included a highly contested proposal to amend the National Labor Relations Act (NLRA) to include an FCA provision similar to the Canadian automatic access model. This chapter offers a balanced assessment of FCA evidence from Canada addressing the main objections to FCA in the EFCA debates. Individual case level data from jurisdictions representing each of the four FCA models is examined. The evidence demonstrates that although FCA is widely available in Canada, it is an option that is rarely sought and, when sought, rarely granted; that parties involved in FCA are able to establish stable bargaining relationships; and, that this process does not, as critics charge, simply prolong the life of nonviable bargaining units. This chapter concludes by suggesting that the practice under Quebec's “no-fault” model and British Columbia's “mediation intensive” model merit consideration for adoption elsewhere. These models position the FCA process as a mechanism fostering collective bargaining and voluntary agreements, rather than treating it as a remedy for dysfunctional negotiations and as part of the unfair labor practice framework.

The life expectancy for persons with intellectual disabilities (ID) has increased significantly, resulting in an increasing number of aging persons with ID. To promote healthy and active aging of persons with ID, discussions on new initiatives to design age-friendly communities have begun at local and international levels. The purpose of this paper, a qualitative research study, is to identify features of an age-friendly community, and facilitators and barriers from the perspectives of older adults with mild ID and their caregivers who live in the city of Winnipeg in Canada.

Seven older persons with mild ID were interviewed, and 15 caregivers participated in focus group discussions. All participants were asked questions about features of community living and their experiences in eight broad topic areas (i.e. transportation, housing, social participation, respect and social inclusion, opportunities for community involvement, communication and information, community support and healthcare services, and outdoor spaces and buildings).

The results indicated that many of the current features of the city of Winnipeg do not adequately address the needs of aging persons with ID; specifically, participants revealed that issues related to accessibility, social participation, social disrespect and inclusion, and lack of resources were important barriers to independence.

The findings will increase awareness of the needs of aging persons with ID and inform programme planning, service delivery, coordination of community-based services and policies to support healthy and active aging for this vulnerable population.

Lung cancer is the leading cause of death worldwide. Physical and chemical agents such as tobacco smoke are the leading cause of various lung cancers. The intrinsic heterogeneity of normal lung tissue may be affected in different ways, giving rise to different types of lung cancers classified as either small‐cell lung cancer (SCLC) or non‐small cell lung cancer (NSCLC). Adenocarcinoma, a NSCLC, accounts for 40 percent of all lung cancer cases and the incidence is increasing worldwide, especially among women. The survival rate and prognosis is poorest for adenocarcinoma. Therefore, diagnosis at the earliest stage (Stage I, localized) is critical for increasing survival rates of those suffering from lung cancer. However, many factors affect early diagnosis including the variable natural growth of tumors plus technological and human factors associated with manipulation of tissue samples and interpretation of results. This article reviews potential problems associated with diagnosing lung cancer and considers future directions of diagnostic technology.